Currículo de arte na educação de tempo integral de uma escola de Palmas/TO: uma percepção institucional e dos professores

Abstract

The Thesis discusses the curriculum of Art developed in a full-time school in the municipality of Palmas/TO (BRAZIL), in order to show the theory that bases this curriculum, as well as the relationship between such curricular structure, the conception of its perspective of full-time education. This research was based on the principles of the qualitative approach, using the case study for the investigation, and critical qualitative analysis as a technique for organizing and understanding the interviews. Data collection was done through semi-structured interviews developed with professors from the Full-time School of Art of Palmas/TO. The discussion about the object of this research endorsed in the theoretical production of the curriculum field, full-time integral education, educational legislation and Art teaching, associated with the empirical corpus of research, from the perspective of Critical Theory, from Frankfurt School. The theoretical references were based on Cavalieri (2010), Coelho (2009), Saviani (2007), Romanelli (2007), Palma Filho (2005), Coutinho (2011), bulletins from the Federation of Art-Educators (FAEB) and official documents, such as the National Common Curricular Base (BNCC , 2018), Law of Directives and Basis (1996), Silva (2015), Apple (2006), Giroux (1986) and Sacristán (2013). Data pointed out that the curriculum of Art, in the critical perspective, is dialectical, emancipatory and inclusive, starting from a restorative, transgressive, intercultural and critical practice, as a powerful means to reaffirm the uniqueness in the diversity of students. This Thesis reaffirms the conception that the curriculum is a sociocultural and historical artifact, bearer of interests, beliefs and ideologies, capable of forming personal and social identities.